인문계 고등학생의 자기결정동기 및 학업적 자기효능감과 자기조절학습전략간의 구조적 관계

국문 초록 (Abstract)

본 연구는 인문계 고등학생들을 중심으로 자기결정동기, 학업적 자기효능감, 자기조절학습전략간의 관련성을 살펴보기 위한 것이다. 또한 구조적인 관계를 알아 보기위해 선행연구를 참고하여 자기조절학습전략에 대한 자기결정동기가 학업적 자기효능감을 매개로 하여 직·간접적인 영향을 준다고 설정한 연구모형의 적합도를 검정하는 것이다. 이러한 연구 목적을 탐색하기 위하여 다음과 같은 연구 문제 및 가설을 설정하였다.

1. 자기결정동기, 학업적 자기효능감 및 자기조절학습전략간 관련성은 어떠한가?
2. 자기결정동기, 학업적 자기효능감 및 자기조절학습전략은 어떤 구조적 관련성을 가지고 있는가?
2-1. 자기결정동기는 학업적 자기효능감에 영향을 줄 것이다.
2-2. 학업적 자기효능감은 자기조절학습전략에 영향을 줄 것이다.
2-3. 자기결정동기는 자기조절학습전략에 영향을 줄 것이다.
2-4. 자기결정동기와 자기조절학습전략 관계에 있어 학업적 자기효능감을 통해 간접적으로 영향을 줄 것이다.

이를 확인하기 위해 서울 지역에 소재한 인문계 고등학교 2개교 1학년 학생(여학생 225명, 남학생 311명)들을 대상으로 설문조사를 실시하였다. 본 연구에서 사용된 측정도구는 다음과 같다. 자기조절학습전략 검사는 Pintrich와 De Groot(1990)의 ‘Motivated Strategies for Learning Questionnaire(MLSQ)'를 이순규(1994)의 연구를 참고하여 김윤경(2000)이 번안한 것을 사용하였다. 학업적 자기효능감 척도는 Bandura의 자기효능감 이론의 개념에 근거하여 김아영(1997)이 수정한 질문지를 사용하였다. 자기결정동기는 자기결정성 이론이 제안한 개념화에 근거하여 박병기(2005)가 개발한 질문지를 사용하였다. 자료분석을 위해 Pearson 적률상관 분석, 공분산 구조분석, Sobel 검증을 실시하였으며 결과는 다음과 같았다.
첫째, 자기결정동기, 학업적 자기효능감 및 자기조절학습전략간의 어떠한 관계가 있는지 살펴본 결과, 자기조절학습전략은 자기결정성이 높은 동기와 정적 상관이 있는 것으로 나타났다. 그러나 자기결정성이 낮은 무동기, 외적조절동기와는 부적 상관이 있는 것으로 나타났다. 또한 자기조절학습전략은 학업적 자기효능감과도 높은 정적 상관을 나타냈다.
둘째, 자기결정동기, 학업적 자기효능감 및 자기조절학습전략간의 연구모형을 분석한 결과, 모형의 적합도는 만족할 만한 수준이였다. 이 모형의 구체적인 경로는 다음과 같다. 자기결정동기는 학업적 자기효능감 향상에 영향을 주었고, 학업적 자기효능감은 자기조절학습전략 향상에 긍정적인 영향을 주었으며, 자기결정동기는 자기조절학습전략 향상에 긍정적인 영향을 주는 것으로 나타났다.
또한 자기결정동기와 자기조절학습전략의 관계에서 학업적 자기효능감이 매개적 역할을 하는 것으로 나타났다. 이는 자기결정성이 높을수록 학업적 자기효능감을 향상시키고, 자기조절학습전략의 사용에 긍정적인 영향을 미친다는 것을 뜻한다.
본 연구를 통해서 자기결정동기가 학생들의 자기조절학습전략 사용에 영향을 미칠 뿐 아니라 학업적 자기효능감을 통해서 직·간접적인 영향을 미친다는 사실을 확인하였다. 이러한 사실은 자기조절학습전략 사용에 있어 ‘자율성’에 근거한 자기결정동기뿐 만 아니라 학업적 자기효능감 또한 함께 향상 시켜야함을 시사한다.

목차 (Table of Contents)

• Ⅰ. 서론 ··················································································· 1
• 1. 연구의 필요성 및 목적 ·························································1
• 2. 연구 문제 ···········································································5
• Ⅱ. 이론적 배경 ·········································································· 6
• 1. 자기결정동기··········································································6
• 1.1. 자기결정동기의 개념··························································6
• 1.2. 자기결정동기의 구성요인····················································9
• 2. 학업적 자기효능감·································································13
• 2.1. 학업적 자기효능감의 개념·················································14
• 2.2. 학업적 자기효능감의 구성요인···········································17
• 3. 자기조절학습전략···································································19
• 3.1. 자기조절학습이론·····························································19
• 3.2. 자기조절학습전략·····························································24
• 3.3. 자기조절학습전략의 구성요인·············································26
• 4. 선행연구···············································································28
• 4.1. 자기결정동기와 자기조절학습전략·······································28
• 4.2. 학업적 자기효능감과 자기조절학습전략·······························30
• 4.3. 자기결정동기와 학업적 자기효능감·····································31
• Ⅲ. 연구 방법 ············································································ 32
• 1. 연구 모형············································································ 32
• 2. 연구 대상············································································ 33
• 3. 측정 도구············································································ 34
• 4. 자료 분석············································································ 38
• Ⅳ. 연구 결과 ············································································ 39
• 1. 기초 통계량 및 상관····························································· 39
• 2. 연구 모형 적합성 검증·························································· 41
• Ⅴ. 결론 및 논의········································································· 47
• 참고 문헌 ················································································ 51
• ABSTRAC ················································································ 68
• 부 록 ················································································ 70